Mathematical problem-solving styles in the education of deaf and hard-of-hearing individuals

Mathematical problem-solving styles in the education of deaf and hard-of-hearing individuals

Author:

Erickson, Elizabeth E. A.

Date:

2012-06-12

Publisher:

University of Missouri--Kansas City

Abstract:

This study explored the mathematical problem-solving styles of middle school and
high school deaf and hard-of-hearing students and the mathematical problem-solving styles
of the mathematics teachers of middle school and high school deaf and hard-of-hearing
students. The research involved 45 deaf and hard-of-hearing students and 19 teachers from a
Midwestern state residential school for the deaf and hard-of-hearing and from the public
school district which surrounds the residential school.This research utilized the framework of mathematical problem-solving styles, based
on the work of Dr. Steve Chinn and others. Mathematical problem-solving styles are related
to the types of strategies used when approaching mathematical tasks. On one end of the
spectrum there are strategies which approach mathematics in a formulaic way, using step-by-step
approaches to solving mathematical problems. On the other end of the spectrum there
are strategies which approach mathematics from a holistic perspective, making use of
patterns and relationships.The results showed that, in general, the students demonstrated a strong tendency
toward the use of formulaic step-by-step approaches in solving mathematical problems, while the teachers tended to use both step-by-step approaches and holistic approaches involving
mathematical patterns and relationships.No significant difference in mathematical problem-solving style was found between
deaf and hard-of-hearing students in residential educational settings and deaf and hard-of-hearing
students in mainstream educational settings, or between teachers in residential
settings and teachers in mainstream settings. A very weak linear relationship, however, was
identified linking students who had spent a larger proportion of their education in residential
settings for the deaf and hard-of-hearing with a greater tendency for step-by-step formulaic
approaches. Among the teachers, a weak linear relationship was identified that linked more
years of teaching experience with a greater tendency toward holistic approaches. It was also
found that mathematics teachers utilized more holistic approaches while special education
resource teachers (who taught mathematics to deaf and hard-of-hearing students) used more
step-by-step approaches. It was further discovered that teachers who had completed at least
one course at the calculus level utilized more holistic approaches involving patterns and
mathematical relationships than teachers who had completed only mathematics courses
below calculus.

URI:

http://hdl.handle.net/10355/14619

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